国際通用性を備えた地域版介護人材養成プログラムのモジュール型開発プロジェクト

成果報告書

国際通用性を備えた
地域版介護人材養成プログラムのモジュール型開発プロジェクト
平成 27 年度文部科学省委託事業「成長分野等における中核的専門人材養成等の戦略的推進」事業

 平成
年

28

月

2

学校法人敬心学園

平成 28 年 2 月

学校法人敬心学園

日本福祉教育専門学校（事業責任者

日本福祉教育専門学校
小林

光俊）

平成 27 年度

文部科学省委託事業「成長分野等における中核的専門人材養成等の戦略的推進」事業
成果報告書

国際通用性を備えた地域版介護人材養成プログラムのモジュール型開発プロジェクト
学校法人敬心学園

日本福祉教育専門学校（事業責任者 小林 光俊）

発行年月日 2016 年 2 月 25 日
発行 小 林 光 俊編
集 菊 地 克 彦
〒 169-0075
東京都新宿区高田馬場 2-16-6 宇田川ビル 6 階
学校法人敬心学園
電話 03-3200-9071
FAX 03-3200-9088
印刷・製本 城島印刷株式会社〒 810-0012 福岡市中央区白金 2-9-6
電話 092-531-7102
FAX 092-524-4411

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次

第１章 「国際通用性を備えた地域版介護人材養成プログラムのモジュール型開発プロ
ジェクト」事業概要
１．事業の名称…………………………………………………………………………

1

２．事業の概要…………………………………………………………………………

1

３．事業の実施体制

6……………………………………………………………………………

9

４．組織体制……………………………………………………………………

５．事業の実施内容……………………………………………………………………

６．事業実施のスケジュール…………………………………………………………

13
14

７．九州大学「グローバル・コンソーシアム」から各成長分野等の取組への４つの問い…………………………………………………………………………

８．今年度事業の取組み課題
第２章

15…………………………………………………………

25……………………………………………………………………………

29

先行事例調査研究

１．海外調査

１）ドイツ訪問調査記録
２）ドイツ調査報告……………………………………………………………

29…………………………………………………………………

47３）介護の職能訓練についての考察：ヨーロッパ、ハワイ、インドネシアの動向との比較

58……………………………………………………………………………

78

２．国内調査……………………………………………………………………

１）全国有料老人ホーム協会訪問調査記録………………………………………

78２）全国社会福祉協議会訪問調査記録……………………………………………

79３）リクルートキャリア訪問調査記録……………………………………………

81４）福岡市高齢社会政策課訪問調査記録…………………………………………

５）北九州市立男女共同参画センター訪問調査記録……………………………

85…………………………………

89…………………………………………………

94６）福岡市介護実習普及センター訪問調査記録
７）訪問調査における気づき・成果
第３章

83

今年度の研究・調査活動

１．介護人材のポートフォリオ、および介護・介護人材の地域性・地域ニーズの分析・把握…………………………………………………………………………

２．今後の介護教育の方向性と体系化の検討
３．プログラムの検討・開発

97……………………………………… 102…………………………………………………………… 105１）カリキュラムマップの検討…………………………………………………… 105２）モデルプログラムの策定……………………………………………………… 111

・エントリーモジュール……………………………………………………… 111

・再就業支援モジュール……………………………………………………… 115― ii ―

第４章

実証講座

１．オリエンテーション……………………………………………………………… 117

２．再就業支援プログラム…………………………………………………………… 125

３．エントリーレベルプログラム
４．振り返りワーク…………………………………………………………………… 132

５．受講者アンケートの結果
第５章…………………………………………………… 127………………………………………………………… 148

実証講座の点検・評価

１．実証講座の点検・評価（海外からの招聘者も含む） …………………………… 165
２．Review of the Module Type development project of Long Term Care Human
resource development program.
第６章………………………………………………… 169

今年度事業の取組みによる成果と次年度に向けての課題

１．今年度の取組み成果……………………………………………………………… 191

２．今年度事業を振り返って………………………………………………………… 193１）「国際通用性を備えた地域版介護人材養成プログラムのモジュール型開発
プロジェクト」事業成果報告会へのコメント……………………………… 193２）介護人材における社会人の学び直しとしての学習モード構築に向けて
３．次年度の取組みへ向けて… 195………………………………………………………… 201

１）資格の高度化と（仮称）管理介護福祉士…………………………………… 201

２）介護人材レベルのグローバル・チューニングに向けて
３）介護人材確保と外国人介護従事者受入の展望
４）次年度の取組みに向けて…………………… 206……………………………… 210……………………………………………………… 213― iii ―

― iv ―

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Catholic University of Applied SciencesȠȯŝźɎĝűçȣĀ¤Ǚǋɚ¤æǉĮǿ  ãɗæǉĮǿƺªŝProf. Dr. phil. Gudo Heuel
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― 65 ―

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+=YÚȾ.
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gox<ň"UĘʠBǳƬƉ@9gox<ň"UĘʠBǳƬƉ@9;CȬɿīȯ.?
;CȬɿīȯ.?
+=@.5
+=@.
5ǅɑ@C+!.5ËĹƼŞBʐǄB5N@õƞYšǄ.ɊƞYșNƩȌé
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V4VBȅª<BƇŲĨÆYɋÀ0U=85ǣōȞ?ƌTǝLYĀNU= !Ǌ%]
V4VBȅª<BƇŲĨÆYɋÀ0U= 85ǣōȞ?ƌTǝLYĀNU= !Ǌ%]
}o[ǧ<CǷ&$85Ⱥɵǧ<CM.WǅɑCŏÃŸÙ=ŏÃŶĮYæʔ.
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5ɺéǝƳ=.;Cıŝ]}o[ǧ<Oʌ?ǝƳ%+BÇǹ@êƶYŽ7ŬN;#T
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Ⱥɵǧ$SCȅɱƂƀǲBű¸YƏ);ļ¶Ȟ?ɺéȁǲ%,K-K?ŊŖYÓǑ
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Ⱥɵǧ$SCȅɱƂƀǲBű¸YƏ);ļ¶Ȟ?ɺéȁǲ%,K-K?ŊŖYÓǑ
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CSR BñÌ=.;êƶYŋNUH&<U=.5ŰȳƉʐǄBhÓɃ=3BĘʠƉBʐǄ@ʜYȻVUH&<U=.5K5ɺéźčƉOËĹñíBÓɃP
CSR BñÌ=.;êƶYŋNUH&<U=.5
 ,S@ 2015 ȿ 12 ĩpdu<|uşȁBƢǄYƏ);ŐĸBŋʟƉËĹBéźčƉOËĹñíBÓɃPhYƾƻ0U5NB ,S@ 2015 ȿ 12 ĩpdu<|uşȁBƢǄYƏ);ŐĸBŋʟƉËĹBgoxYÓŗ. ¾BƋʏ?Ƽɛ=ʦû.5hYƾƻ0U5NB
¾BƋʏ?Ƽɛ=ʦû.5
Ms
Esther Vitrianika representing goxYÓŗ.
Vivi Yulaswati, PhD, Directorof Social Protection
andWelfare,Nationalrepresenting
DevelopmentVivi
Planning
Board/BAPPENAS
Ms Esther
Vitrianika
Yulaswati,
PhD, Director of Social Protection
Dr.
Rukmini
representing
Ministryof Health
OfficerandUpik
Welfare,National
Development
Planning
Board/BAPPENAS
Nova
Dwiyanto
Suli,MD, representingof Officer
Social Affair
Dr. UpikRukmini
representing
MinistryMinistryof HealthDr.
Tony
Setiabudi,( Indonesian
Associationof Affair
Gerontolog)
Nova
Dwiyanto
Suli,PERGERI
MD, representing
Ministryof Social
Prof.Tri
W. Rahardjo,
Centrefor Ageing
Studies UI/CASUIDr. TonyBudi
Setiabudi,
PERGERI( Indonesian
Associationof Gerontolog) 3BĨÆ<&U6)ƺĒ?ȅª<ŋʟƉ@ǳ.;q|xmqYȜĆ0U5
Prof.Tri
Budi W. Rahardjo, Centre for Ageing Studies UI/CASUI 3BĨÆ<&U6)ƺĒ?ȅª<ŋʟƉ@ǳ.;q|xmqYȜĆ0U5
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 +!.5ščYȗ/;X$85+=C]}o[<CK6K6ÃǫËĹƉPȅªB
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U+=<UƇƆȞ@ȅª@Œœ.5àȱYǿ8; UBCo[}+==.; U+=<UƇƆȞ@ȅª@Œœ.5àȱYǿ8;
UBCo[}^<UB<ɪĪ=!¨ʚĠ@Ǫ0UŋʟƉËĹYƋƅ@ǁ"UĚĿ@U=C"― 74 ―

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"5ƮōCŋȭċ«ñêBé<.$UH&ŋʟƉɪĪɘųǥƻ@Ŀ);BŰȳƉʐǄhBćȲÓɃ%ɉʏ6= "U6W! XDȭĂ¿< "D0 =O!H&ǳƬƉGBËĹȄƄ=÷ɀBɒý= !ɿ<CȀžéB{ ĜĘʠh
%ʉľ<U%¨ÜŹÜåĹʆÜʚɲ³ʐłÜt o gƶʔÜƈÌÜ?>BȄĭ@î: ;hÓɃ0U= !ščCƇǵ@Ǩ.;ƻNS
VUH&<W!.$.éO?']}o[CËĹʣȰƉBʐǄ@Oǯ'BƼŞYɉʏ=0UžYĥ"UȺɵ<ĥ"ȻV5ËĹɘųūĻɫƉ57CȺɵ<BŏÃŶĮB
ǄɅYʁX1ſǂǶBƼŞʐǄB5N@C&XN;Ƿź?ŋȩƼŞ<U+VSBġĮYŽ9ƼŞYàʎ.;ŏśȞ?ËĹƼŞ| hsu YņǠ0U+=%ƥʒYǐTÓ'¬9Bȴ=?U6W!
 ɵŇ<CŋʟƉËĹBȚɧYű"UƼŞBɀʜĿƭYƽUÑÕBƌTǝLB '9$
Yīȯ.5ɶ8;É%ŏBŐĸBËĹċ«Yň"U=&@ȺɵBŋʟƉËĹBelqƱČYǼ.;ŏśȞ?ËĹŸÙBȑʧ¿YƽUɉʏǃ%ɓ&ȎT@?UEPA B
ʩǝL@RUËĹɘųūĻɫƉBƏ)ȻVP÷ɀƇƕǉ=.;BËĹʣȰBƏ)ȻV=!ƌTǝLOȺɵǧBźư6)<ň"UB<C?'ǤTƜ.ŏǧBŐĸBŋʟƉËĹ
ƱČY.8$T=ĭǁ"5!"<ƼŞBèʗ%Âɀ?ũǝL:'TYćȲ.;ƌTǝM
+=Oɉʏ<Uf[q@.;OƥʒȞ@C]Bi q%Ɓ.; UR!
@ËĹƴ$SåĹƴƈÌɘųƴGB¤ŉP3BĸBǷÜǷÜ¯<BĬāGBĢǬ?
>ɢŕȞ<? ÎʢYʎ£0U+=Oīȯ0H&6W!{ Ĝċ«Csx|ɱƃ<{\ȉƶBȓð@X5UÜŅċ«=!ʩǝLY[d|ɱƃ<[}Pm z\\i |ȉƶBǉÖċ«@ɤń0U=a]phƈÌ@8;CȿʟʝǐTȞ?ƼǉǑģ

!ɱĿǃYȹǦ.;U]

Ɗ ž@ÜƕǞȿðCʣȰʤȿðCʊÅ= !R!?ǉ&ɱCɼľ@?TȲžɡŉȞ?ƼǉǑģ Ƽǉ 9<Oɉʏ?ž@Üƕ.ʣȰ.ʊÅYÝ.M= !ǉ&ɱ@?S-UYȵ? = XVUËĹċ«O3BR!?ņǠBȉ<¡Ȇ:)?#,VUH&6W!

― 75 ―

$
Care assistant job information - National Careers Service - Gov.uk
https://nationalcareersservice.direct.gov.uk/advice/planning/jobprofiles/Pages/careassis
tant.aspx
Colombo, Francesca, Ana Llena-Nozal, Jérôme Mercier, Frits Tjadens2011Help
Wanted? Providing and Paying for Long-Term Care. OECD
European Care Certificate.
http://www.eccertificate.eu/home/introduction.html
JICA, ȺɵÓɃm qoqzÄÜkmuy2012]}o[ŏŦčƼŞåĹËĹɜʃƼŞ«ǄźčîǛưɯƐƗÚȾȑŔ
http://open_jicareport.jica.go.jp/pdf/1000007424.pdf
International Longevity Center USA, 2007. Developing National In-Home Caregiver
Training Standards.
International Longevity Center USA, 2008. Caregiving Recruitment Training.
International Longevity Center USA, 2008. Caregiving Training in America &Southern California.
International Longevity Ceter USA. 2008. The Need for National Training Standards
and Guidelines for Privately Paid Geriatric Home Caregivers.
International Longevity Center USA. 2008. An Educational Pathway for GeriatricHome Caregivers.
International Longevity Center USA.2009. Innovative Programs Serving Diverse
Populations: The Community College Caregiver Training Initiative.
http://www.unescap.org/ttdw/common/TFS/FFMultimodalTx/TOT.pdf
International Standard Classification of Occupations, 2008 revision2018.
(http://www.ilo.org/wcmsp5/groups/public/---dgreports/---dcomm/---publ/documents/pub
lication/wcms_172572.pdf )ē©¬ė2013 ȿ
É%ŏ@#)U kz\~ q ʐǄBɉʏǃ=ÂɀǃGBȜĲȫąʉɾ¨ʚǷÜťŷVol.5, 47-55
ǉÖÜƕŲŢ@ê0UȑŔĬāɝɖÄÜƩ2011 ȿ)Uċ«ñê=ŦčÒȭBʡĞƱČ@ê0UȑŔĬā

É%ŏBŐĸBǄȓɜʃ@#ɯŎơ 9(http://www.mext.go.jp/component/a_menu/education/detail/__icsFiles/afieldfile/2012/0
7/23/1323724_09_1.pdf )ȉ©üŭ2015 ȿEuropean Care Certificate~´ŏ<B±ʎ$S~ǷŠƼéÄÜǷ
Ǹ 14 Ō2015 ȿ 3 ĩǷŠƼéÄÜǷÜ55-61
Üôʏ Human Science
Nishita, Christy. 2012. Evaluation of the Kapiolani Community College, Kupuna
Education Centers Kupuna Adult Care Home Project.
(http://kupunaeducation.com/documents/KCCCareHomeTraining-FINALReport_000.p
df )The Basic European Social Care Learning Outcomes
http://www.eccertificate.eu/home/about-the-besclo.html― 76 ―

The European Qualifications Framework
http://ec.europa.eu/education/policies/educ/eqf/index_de.html
ȶșɇ²ʓàȱɲƼ[p[a]phpqsu 2011 ȿɠǄ 23 ȿȩŏśĺʗîēƢǄźč[p[ǰɠʍ·ĉi[ƼŞʐǄʡĞźčɯŎơɠǄ 24 ȿȩȶșɇ²ʓàȱɲƼ[p[a]phpqsu 2012 ȿŏśĺʗîēƢǄźč[p[ǰɠʍ·ĉi[ƼŞʐǄʡĞźčɯŎơɠǄ 25 ȿȩȶșɇ²ʓàȱɲƼ[p[a]phpqsu 2013 ȿŏśĺʗîēƢǄźč[p[ǰɠʍ·ĉi[ƼŞʐǄʡĞźčɯŎơ

― 77 ―

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就労形態別のセグメント選択と情報提供が就業意向を高める。
ŨºĀ/;*ŉĞ#
•• まずは「すぐにでも就きたい」という人に対して、対面での就職説明会や現場見学会のように、事業者
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的に伝わるチャネルを活用して就業を促進するのが良い。
*śŤĤÇ>ħ(Ń)#•• さらに必要な人数を確保するには、十万～数十万人の規模が見込まれる「いつか就きたい」人へのさらに必要な人数を確保するには、十万～数十万人の規模が見込まれる「いつか就きたい」人へのýŐ
図表５ 就業意向が高い人の割合が大きい
セグメントの人数規模
いつか就きたいキャリア重視派

すぐにでも就きたいキャリア重視派
0

10

Ⅰ

介護分野の現従事者

5.1

企業主催合同就職説明会に関心がある者

4.0

専門職・リーダー志向の者

4.0

図表６ 就労形態
によ

20

Ⅲ

いつか就
キャリア

30
(万人)

12.9

いつか就きたいセグメントに有効なチャネル

12.3
13.7

ウェブサ

Ⅲ

・雇用環境の改善【事業者向けの他

キャリア重視派

現場見学会に関心がある者

3.1

座談会に関心がある者

2.7

13.4

すぐにでも
キャリア

10.6

対面で

若者(18～24歳） 0.5 1.3
5.8

ホームヘルパー経験者
家族介護経験者

3.1

主婦

2.7

子育て中の母親

1.8

Ⅱ
すぐにでも就きたい
ワークファミリーバランス重視派

すぐにでも就きたい
・介護分野でのキセグメントに
Ⅰ 方法を伝える説明
有効なチャネル

22.5
13.3

ワークファミリー
バランス重視派

23.4

正社員ヘルパ

10.0

Ⅳ

すぐにでも就きたい

いつか就きたい

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½― 168 ―

２．Review of the Module Type development project of Long Term Care Human resourceof the Module
Type development project of Long Term Care Human resource development program.
Review
development
program.
Ron Mazzachi Consulting
21 Essington Street
Flagstaff Hill SA 5159
M: 0407 613 749
ABN: 28 740 883 515
E: ron.mazzachi@gmail.com
W: http://ronmazzachiconsulting.wordpress.com/

Feedback Report
Review of the Module Type development project of Long Term Care Human resource
development program.
14  18 December 2015
Venues - Aso College Fukuoka and Keishin-Gakuen Education Group, Tokyo

Background
Once again it was a privilege for me to attend the Kaigo review workshop at the invitation of Mr.
Mitsutoshi Kobayashi, President of the Keishin-Gakuen Educational Group. The purpose of thiscurrent work was to observe and comment at the trial and review phase of the development of the
new short module training program in aged care.
Due to time limitations during the week the team specifically focussed on several key trial modules
that are part of the Long Term Care Human resource development program. These include
Understanding of Society, Basics of Nursing Care 1 and Supporting Techniques (Lecture andPractice).

Program
Initial Pre Training activities on 14 December involved the detailed planning of training and included
a detailed consideration of an approach to formal evaluation of the modules to be undertaken byacademic staff and through student feedback.
The Understanding of Society and Basics of Nursing Care 1 modules were run at Aso College inFukuoka on 15 December. A total of 6 participants were instructed with updates on current issues inlong term care such as the Nursing Insurance Scheme.
I noted that in the initial session, delivered by 2 staff members who spoke on Understanding ofSociety, the participants appeared to be engaged. However most questions being asked of the staff
members were from other lecturers and not by the students until the very end of the presentation.
In the afternoon Mr Tabata, a qualified teacher, gave a very interesting and engaging presentationon the Prevention of Back Pain. It clearly appealed to the students who responded with lots ofquestions and discussions.
Evaluation of the training sessions was then undertaken by the Shining Company. Students wereasked how they felt about the sessions and the long term care occupation using two tools - a Career
vision for the future sheet, and their goals sheet.
― 169 ―

The information on the Insurance Scheme changes was clearly valued. Interestingly mostparticipants indicated they wanted to know more about the occupation and hearing more fromthose working in the industry perhaps as background information even before the formal lectures.
Then on 17 December 26 participants undertook training in Tokyo. The students were initially asked
to break into 5 groups where they discussed challenges in nursing care and ageing. They were told
there were no right or wrong answers. This is a good technique to get students to think, elicit
comprehensive responses and without fear of providing incorrect answers.
The groups identified a range of issues including lack of resources and poor salary as important tothem as prospective workers.
The group viewed an extensive video on the day to day activities in a facility covering the 8 levels of
support. The students were asked to comment on the issues they observed in the videos. There was
extensive discussion on issues such as dementia, communication with older people and the types ofoccupations available in the sector.
The afternoon session presented by Mr Sawa covered Supporting Techniques to help move or lift
older people. This was then followed by practical exercises where participants were also asked tothink about the mechanics and muscle groups involved when standing up, getting out of bed, lifting
people or objects. Mr Sawa continually reinforced an approach that mimics the normal movement
giving support to the person to get up themselves in the natural way and provide support in that
direction. I found Mr Sawa to be one of the finest teachers I have observed training in this area.
I notice that the modules covered over these days show many recognisable components to therequired VET outcomes in Australia found in the current Community Service Training Package CHC
Release 3.01. As an example, the Basics of Nursing Care 1 curriculum would address some of therequired outcomes of CHCADV001 - Facilitate the interests and rights of clients2. Similarly the
Lecture on Supporting Techniques and Practice has many similarities that would address theoutcomes specified by the current unit CHCCCS002 Assist with movement3 in the current
Community Service Training Package CHC Release 3.0. The CHC package also has units ofcompetency that address communication with older people CHCCOM302D Communicate
appropriately with clients and colleagues4.

Evaluation Friday 18 December
The sessions were evaluated in detail on Friday 18th December.
Observers noted that while Session 1 in Fukuoka did need some improvement, Session 2 in Tokyo
was unanimously accepted as being of an excellent standard. It could be useful to prepare key
messages arising for each session. There was some concern on whether specialist terminology
should have been more integrated.
Assoc. Prof Eto then summarised the results from written feedback provided by 22 of the 28
attendees. She noted student motivation was high and this allowed very cogent comments.
Feedback in the sessions was strongly supporting the need to know more about salary and working
conditions.

1

http://training.gov.au/Training/Details/CHC
http://training.gov.au/Training/Details/CHCADV001
3
http://training.gov.au/Training/Details/CHCCCS002
4
http://training.gov.au/Training/Details/CHCCOM302D
2― 170 ―

Discussion quickly moved to better ways to engage with prospective students as most of theattendees were already working in a job. Many of the other students had temporarily retired but
many others approached could not attend for example due to lack of day care for their children. It
was thought very useful to understand more about the impediments to undertaking training in thisgroup.
It was also noted that students who undertake longer courses in long term care were more likely tograduate from that course. This could be due to motivation and the investment they had made in
their education. Nevertheless a modular approach can help students to complete individualcomponents at different times. Furthermore the possibility of having a real pathway from a shortcourse to become a manager or trainer some years later was clearly quite desirable. Thesesuggestions need to be investigated further because of possible policy implications.
So in summary the short course training components delivered during the week were considered tobe largely developed but perhaps needing some further tuning. However the consistent feedback at
all sessions was rather that of student support, the nature of work, salary, conditions, andopportunities for advancement in long term care. What followed was considerable discussion andinterest on the ways to engage with prospective students, the impediments to undertaking or
staying in training, knowledge about salary and working conditions and pathways to further careers.
In the following sections I was asked to describe a number of these issues in turn and how they are
managed in the Australian context.

Recent developments in Aged Care Training in Australia
In early December 2015 there was a major revamp of the training modules for the Care and Support
industry in Australia with the updated CHC - Community Services Training Package (Release 3.0). Onechange is that there are significantly fewer specialised qualifications5. This was in fact the original
intention when Training Packages were introduced into Australia in the 1990s. Circumstances
however saw the emergence of many specialised qualifications requiring considerable resources.
Time has shown that many of these qualifications were underutilised because they were
infrequently required by employers or a number of different qualifications were quite similar incontext. In the CHC package the reasoning behind this recent simplification is an acknowledgementthat there are many similar aspects to caring for clients with needs regardless of whether they areyoung, middle aged or old, or have disabilities. All clients have fundamental rights and needs. There
are similar Workplace Health and Safety and First Aid requirements. These then become the coreunits which can still be adapted by trainers to young or older clients. Carers who wish to work inaged care will undertake a series of specific elective Units of Competency examples of which include
Facilitate the empowerment of older people, Implement falls prevention strategies and Provide
support to people living with dementia.
As such the Certificate III in Individual Support (Release 2)6 supersedes the former Certificate III in
Aged Care or the Certificate III in Home and Community Care. Minimum work requirements are now
built into the CHC qualifications. Further resources are also available an example of which is theCommunity Services and Health Industry Skills Council (CHC and HLT) Foundation Skills Guide. This
guide is designed to help select and support students with the right attitude (employability skills),
language, and numeracy and literacy skills7.

5

https://training.gov.au/Training/Details/CHC
https://training.gov.au/Training/Details/CHC33015
7
http://www.cshisc.com.au/develop/industry-qualifications-training-packages/companion-volumes/6― 171 ―

More information about the implementation of these new changes can be found in the CHC
Community Services Implementation Guide with many other resources also available 8.

Advice to prospective workers about Carer Careers in Australia
Career advice in Australia is not generally centrally organised. Often individual industries or
educational organisations may approach schools or training organisations seeking prospective
students. The Federal Government sponsors one of the most comprehensive Australian Careeradvice websites called myfuture9. The focus of this website is to provide job advice for any personfrom students just leaving school through to older workers seeking a change in career. The siterequires the participant to answer a number of questions about their interests so as to narrow down
a range of possible occupations.
Short video presentations are a common tool to help prospective students understand what is
involved in various occupations. A 6 minute video is available on the myfuture website and also on
Youtube. This shows potential students what an Aged (Long Term) Carer may do during a typical
day10. The style of presentation shows the positive aspects of the job, then some negative parts of
the job and finally there is again a positive reinforcement of the job.
Another video shows the range of careers across the Aged (Long Term) Care Industry. The video is
produced by Aged & Community Services SA & NT an organisation that represents many service
providers. The video gives a very optimistic and passionate view of the profession. While this is good
it is not a very balanced view of the realities involved in the various occupations that service older
people11.
A different video approach (see especially Linda & Mr Lam) instead takes the perspective of theolder person seeking care. In this case an older Chinese man living in Sydney discusses his needs in
his own words. This helps a prospective care worker decide if they have the right attitude for a care
support job. It is a professional presentation but again it does not cover some of the harder aspectsof the job12.
A general range of carer occupations can be viewed here.13

Support for Study Australia
The Australian Social Welfare system
Australias national social welfare system has a long history dating back to before 1910, less than 10
years after Federation14. Initially focussed on age and invalid pensions, the welfare system graduallybroadened over the years to support the needs of children and families. At present there are a8

http://www.cshisc.com.au/develop/industry-qualifications-training-packages/training-packages-review/
http://myfuture.edu.au/10
https://www.youtube.com/watch?v=aj4vzJKr788
11
https://www.youtube.com/watch?v=13o8Po2SP1I
12
http://www.carecareers.com.au/page/carecareers-community
13
https://www.youtube.com/carecareers
914

http://www.abs.gov.au/ausstats/abs@.nsf/94713ad445ff1425ca25682000192af2/8e72c4526a94aaedca2569d
e00296978!OpenDocument― 172 ―

considerable range of benefits and safety nets to ensure residents are able to maintain a basic
standard of living and are supported to improve their access to work and education15.
Centrelink, part of the Department of Human Services (DHS), is the government body that delivers a
range of payments and services to clients16.
Support for students in Australias Training system
Australia has had a long history of a need for skilled labour that has been predominantly satisfied
through a mix of migration and also education and training assistance for workers, potential workers,
and employers.
Federal and State Governments fund public and some private VET in Australia both through direct(especially to public Registered Training Organisations [RTOs]) and indirect means such as specificemployer subsidies who in turn will pay RTOs for training to purchase specific occupational
outcomes. Most Australians are entitled to subsidised education and training, but they often need tosupplement the cost by paying course fees. The government has recently offered student loans (VET
Fee Help) to VET students studying certain courses at a Certificate IV or above level at approved
public or private VET providers17.
Some States such as Victoria go further and provide training guarantees for all citizens who do notalready have a qualification18. The type and amount of assistance however varies substantiallydepending on the level of qualification studied, whether the training organisation is private or public,
and the intended occupational outcome.
In addition there is support for the day to day living needs of the student with the level of assistancedependent on the students age, employment status, family situation and current income19.
Over the last few years Australia has been more selective both in the skilled migrants it seeks toattract and those occupations that are targeted for additional assistance to students and employers.
This selection process is now primarily guided through ongoing research and regular updates to the
Skills Shortages list20. Accordingly this list is often used by Federal and State governments to target
special incentives for students, workers and employers. Incentives may also include specific short tomedium term schemes that target particular industry segments, employers21 or occupations. For
students this might mean more payments or benefits such as tools of trade, lower course fees and abonus payment if they finish their course.
Aged (long term) Care in Australia as an example case of support available to industry and students
We can be more specific in the types of support available to students if we use Aged (long term)
Care as an example. While aged care workers are not listed on the national skills shortage listing,there are some specific shortages in enrolled nursing occupations in some regional areas ofAustralia22. At least, for the next few months, the government will still provide incentives for15

http://www.humanservices.gov.au/corporate/publications-and-resources/a-guide-to-australiangovernment-payments
16
http://www.humanservices.gov.au/customer/dhs/centrelink
17
http://studyassist.gov.au/sites/studyassist/helppayingmyfees/vet-fee-help/pages/vet-fee-help18
http://www.education.vic.gov.au/training/learners/vet/Pages/funding.aspx
19
http://studyassist.gov.au/sites/StudyAssist
20
https://www.employment.gov.au/skill-shortages
21
http://www.business.gov.au/grants-and-assistance/Industry-Skills-Fund/Pages/ISF-FactSheets.aspx#traininggrant22
https://docs.employment.gov.au/documents/skill-shortage-list-victoria― 173 ―

students to undertake training in Aged Care related courses23. Note some of the courses listed are
now superseded as has already been discussed in the previous section Recent developments in
Aged Care Training in Australia.
The Federal government provides information on how it seeks to attract workers and improve skillsof workers in the Aged Care industry24. In particular the qualifications and training areas available topotential or current personal carers in residential and community aged care and supported by thegovernment include the Certificate III in Aged Care, Certificate III in Home and Community Care,
Certificate IV in Aged Care and enrolled nursing as well as nationally accredited short courses25. This
usually means payment of an agreed amount to Registered Training Organisations (RTO) for each
student trained. The student may also have only to pay reduced fees or even none at all dependingon the incentive schemes available. In this process the employer (provider) may seek training for
new or existing staff from an RTO. An example of the application form is available26.
Specific day to day living support available for students
Support for living and accommodation expenses of a student while studying in almost any
recognised qualification is a strong feature of the Australian social welfare system27:
For most Australians the Youth Allowance (Students and Australian Apprentices) is apayment, depending on their existing income or assets, for full-time students and Australian
Apprentices generally aged 16 to 24 years old28.
Austudy (Students and Australian Apprentices) is a payment made to full-time students andAustralian Apprentices who are aged 25 years and older29.
Another type of assistance is the Newstart Allowance which is the unemployment benefit
paid to unemployed people aged 22 to 6430. It is paid on the basis of a 'mutual agreement'
between the customer and Centrelink, where Centrelink will continue to pay fortnightly
payments to the customer for so long as the customer attempts to find employment andfulfils the mutual obligation requirements. These mutual agreements are negotiatedbetween Centrelink, the job seeker and their Job Services Australia provider or Disability
Employment Services provider, and are recorded into an Employment Pathway Plan or EPP.
The national Australian minimum wage is currently $17.29 (¥1,460) per hour or $656.90 (¥55,000)
per 38 hour week (before tax)31. The amount paid for the forms of assistance varies greatly but isonly a percentage of the minimum wage. Further information can be found following the Payment
Rate or the Payment Finder links32.

23

https://www.dss.gov.au/our-responsibilities/ageing-and-aged-care/tools-and-resources/aged-careeducation-and-training-incentive-aceti-programme/aged-care-education-and-training-incentive-programmeguidelines
24
https://www.dss.gov.au/ageing-and-aged-care/workforce-development-programs/working-in-aged-care25
https://www.dss.gov.au/our-responsibilities/ageing-and-aged-care/tools-and-resources/working-in-agedcare/personal-carers-in-residential-and-community-aged-care-aged-care-workforce-vocational-education-andtraining26

http://www.acs.asn.au/wcm/documents/ACS%20Website/Education%20Training/Approved%20Provider%20T
raining%20Endorsement%20Form%20ACWVET%202011%20Extensions.pdf
27
http://studyassist.gov.au/sites/studyassist/studentincomesupport28
http://www.humanservices.gov.au/customer/services/centrelink/youth-allowance29
http://www.humanservices.gov.au/customer/services/centrelink/austudy30
http://www.humanservices.gov.au/customer/services/centrelink/newstart-allowance
31
https://www.fairwork.gov.au/how-we-will-help/templates-and-guides/fact-sheets/minimum-workplaceentitlements/minimum-wages
32
http://www.humanservices.gov.au/customer/themes/students-and-trainees?from=theme-bar― 174 ―

In addition to these primary support allowances there are extra payments that may be made to
students who are either caring for children or others such as a relative, those who may need to pay
excess rents, or have parental responsibilities.
Using the example of Child Care Assistance, payments are made available to Australians designed tohelp eligible residents, while they are studying, to place their children in Child Care33. The rationale
for providing such assistance is that money invested to support learners with carer responsibilities,
will enable them to eventually pay increased income tax from either finding a job or else obtaining amore qualified position with a higher salary. There is a discussion of this concept in the Grattan
Institute paper Game-changers: Economic reform priorities for Australia (2012) in Section 4 Female workforce participation34. The paper shows data from Canada where a very proactive
national government policy was introduced from the early 1990s. This resulted in female workforce
participation rising steeply from about 1997 particularly in Quebec which also reduced childcare
costs to $5 per day.
In Australia there are three main types of Child Care Assistance incentives:
The Child Care Benefit which is income tested and is usually paid directly to approved Child
Care Services35 to help reduce the fees that eligible families pay. The current approved care
rate for a non-school aged child is up to $4.17 (¥350) per hour36.
The Child Care Rebate is an additional payment to the Child Care Benefit which helps
working families cover the out-of-pocket costs of child care. It is not income tested andcovers up to 50 per cent of out-of-pocket costs, up to $7, 500 (¥635,000) per child, per
year37.
The Australian Government also provides eligible families on income support with financial
assistance to help cover the cost of approved child care when undertaking approved study
or training activities. This assistance, up to a maximum of $8.14 (¥690) per hour, is provided
through the Jobs, Education and Training Child Care Fee Assistance (JETCCFA) and is apayment to help with the cost of approved child care if a student is on an eligible income
support payment to help a student get the skills needed towards getting a job. It can help
meet the cost of care by paying most of the gap fee - that is, the difference between thefull fee charged and the Child Care Benefit received while the student participates in work,
study or training activities38.

Additional and supplementary payments
There are also other forms of assistance to citizens that includes:
Carer Payment is made to those providing full-time care to someone who is ill, injured or
has a disability39. This payment is income tested with a maximum amount of $433.50(¥37,000) per week for a single person.
Parenting Payment is available for those who are principal carers of dependent children
under the age of 6 for partnered clients and children under the age of 8 for single clients.
Parenting Payment Partnered is classified as an allowance and Parenting Payment Single isclassified as a pension.
33

http://studyassist.gov.au/sites/studyassist/studentincomesupport/pages/child-care-assistancehttps://grattan.edu.au/report/game-changers-economic-reform-priorities-for-australia/35
http://www.mychild.gov.au/childcare-information/benefit
36
http://www.humanservices.gov.au/customer/enablers/centrelink/child-care-benefit/payment-rates
37
http://www.mychild.gov.au/childcare-information/rebate38
http://www.mychild.gov.au/childcare-information/jobs
39
http://www.humanservices.gov.au/customer/services/centrelink/carer-payment34― 175 ―

Rent Assistance provides income support for those classed as non-homeowners and pay
more than a required amount of board or rent for accommodation. This payment is paid aspart of the income support payment. Verification of the rent details is required, either alease or by completing a Rent Certificate every six months. The amount of rent assistance a
recipient is eligible for depends on the amount of rent one is paying40.
Pensioner Education Supplement (PES) helps recipients with the costs of full-time or parttime study. It is an additional payment for those on a pension. It only applies to approved
courses of study. Bachelor's degrees and many VET courses are approved courses of study,
but generally postgraduate study is not. A recipient is still eligible for PES for study even if
they have completed previous studies41.
Education Entry Payment is a small grant available to people receiving some income support
payments, to help with the cost of study42.
It should be noted that the government has stated that Over the past decade Australias welfare
system has grown relentlessly and become unsustainable. In early 2015 the Federal Government
received a commissioned review of the existing system with the aim to provide further
encouragement for clients to work, simplify and streamline a complexity of current payments andassociated costs to the economy43.

Conclusion and Summary
It has been an honour for me to be able to both observe and input into the development of new
training initiatives in Japan over the last few years. In particular in the Long Term (Aged) Care sector
the progress made to help fast track training to address the need for many more personal carers has
been particularly gratifying.
Nevertheless the challenges that now appear are not so much about the training available but
instead how to attract potential workers and retain these in the long term care sector. It is clear that
initial exposure to the strengths but also the realities of working in long term care for prospective
workers could be quite useful in attaining this goal. Once the decision is made by the student it isthen important to assist the student during their training both with the cost of living and the cost of
training. A model for what is offered by way of social welfare to students in Australia has been
discussed.

[Principal, Ron Mazzachi Consulting]
Independent advice on Policy and Practice in Australias VET sector
21 Essington Street
Flagstaff Hill SA 5159 Australia
M: +61 407 613 749
E: ron.mazzachi@gmail.com
W: http://ronmazzachiconsulting.wordpress.com/
Australian Business Number: 28 740 883 515

40

http://www.humanservices.gov.au/customer/services/centrelink/rent-assistance
http://www.humanservices.gov.au/customer/services/centrelink/pensioner-education-supplement42
http://www.humanservices.gov.au/customer/services/centrelink/education-entry-payment
43
https://www.dss.gov.au/review-of-australias-welfare-system
41― 176 ―

Ron Mazzachi Consulting
21 Essington Street
Flagstaff Hill SA 5159
M: 0407 613 749
ABN: 28 740 883 515
E: ron.mazzachi@gmail.com
W: http://ronmazzachiconsulting.wordpress.com/

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5https://training.gov.au/Training/Details/CHChttps://training.gov.au/Training/Details/CHC33015― 180 ―

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7

http://www.cshisc.com.au/develop/industry-qualifications-training-packages/companion-volumes/
http://www.cshisc.com.au/develop/industry-qualifications-training-packages/training-packages-review/

http://myfuture.edu.au/https://www.youtube.com/watch?v=aj4vzJKr788― 181 ―

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11

https://www.youtube.com/watch?v=13o8Po2SP1I

12

http://www.carecareers.com.au/page/carecareers-community

13

https://www.youtube.com/carecareers14

http://www.abs.gov.au/ausstats/abs@.nsf/94713ad445ff1425ca25682000192af2/8e72c4526a94aaedca2569de0
0296978!OpenDocument― 182 ―

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15

http://www.humanservices.gov.au/corporate/publications-and-resources/a-guide-to-australian-government-

payments
16

http://www.humanservices.gov.au/customer/dhs/centrelink

17

http://studyassist.gov.au/sites/studyassist/helppayingmyfees/vet-fee-help/pages/vet-fee-help― 183 ―

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18

http://www.education.vic.gov.au/training/learners/vet/Pages/funding.aspx

19

http://studyassist.gov.au/sites/StudyAssist

20https://www.employment.gov.au/skill-shortages
21

http://www.business.gov.au/grants-and-assistance/Industry-Skills-Fund/Pages/ISF-Fact-

Sheets.aspx#traininggrant22

https://docs.employment.gov.au/documents/skill-shortage-list-victoria― 184 ―

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23

https://www.dss.gov.au/our-responsibilities/ageing-and-aged-care/tools-and-resources/aged-care-education-

and-training-incentive-aceti-programme/aged-care-education-and-training-incentive-programme-guidelines
24

https://www.dss.gov.au/ageing-and-aged-care/workforce-development-programs/working-in-aged-care25

https://www.dss.gov.au/our-responsibilities/ageing-and-aged-care/tools-and-resources/working-in-aged-care/personal-carers-in-residential-and-community-aged-care-aged-care-workforce-vocational-education-andtraining26

http://www.acs.asn.au/wcm/documents/ACS%20Website/Education%20Training/Approved%20Pro

vider%20Training%20Endorsement%20Form%20ACWVET%202011%20Extensions.pdf― 185 ―

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http://studyassist.gov.au/sites/studyassist/studentincomesupport28

http://www.humanservices.gov.au/customer/services/centrelink/youth-allowance29

http://www.humanservices.gov.au/customer/services/centrelink/austudy30

http://www.humanservices.gov.au/customer/services/centrelink/newstart-allowance― 186 ―

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31

https://www.fairwork.gov.au/how-we-will-help/templates-and-guides/fact-sheets/minimum-

workplace-entitlements/minimum-wages
32

http://www.humanservices.gov.au/customer/themes/students-and-trainees?from=theme-bar

33

http://studyassist.gov.au/sites/studyassist/studentincomesupport/pages/child-care-assistance34

https://grattan.edu.au/report/game-changers-economic-reform-priorities-for-australia/35

http://www.mychild.gov.au/childcare-information/benefit

36

http://www.humanservices.gov.au/customer/enablers/centrelink/child-care-benefit/payment-rates― 187 ―

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37

http://www.mychild.gov.au/childcare-information/rebate38

http://www.mychild.gov.au/childcare-information/jobs

39

http://www.humanservices.gov.au/customer/services/centrelink/carer-payment― 188 ―¤_ ¦'ö÷&LIJ& 6{&¾ 6 ąĄ&ùď©æØ
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40

http://www.humanservices.gov.au/customer/services/centrelink/rent-assistance41

http://www.humanservices.gov.au/customer/services/centrelink/pensioner-education-supplement42

http://www.humanservices.gov.au/customer/services/centrelink/education-entry-payment

43

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― 216 ―

平成 27 年度

文部科学省委託事業「成長分野等における中核的専門人材養成等の戦略的推進」事業
成果報告書

国際通用性を備えた地域版介護人材養成プログラムのモジュール型開発プロジェクト
学校法人敬心学園

日本福祉教育専門学校（事業責任者 小林 光俊）

発行年月日 2016 年 2 月 25 日
発行 小 林 光 俊編
集 菊 地 克 彦
〒 169-0075
東京都新宿区高田馬場 2-16-6 宇田川ビル 6 階
学校法人敬心学園
電話 03-3200-9071
FAX 03-3200-9088
印刷・製本 城島印刷株式会社〒 810-0012 福岡市中央区白金 2-9-6
電話 092-531-7102
FAX 092-524-4411

国際通用性を備えた地域版介護人材養成プログラムのモジュール型開発プロジェクト

成果報告書

国際通用性を備えた
地域版介護人材養成プログラムのモジュール型開発プロジェクト
平成 27 年度文部科学省委託事業「成長分野等における中核的専門人材養成等の戦略的推進」事業

 平成
年

28

月

2

学校法人敬心学園

平成 28 年 2 月

学校法人敬心学園

日本福祉教育専門学校（事業責任者

日本福祉教育専門学校
小林光俊）